When Context Has Content: A Case Study of New Teacher Induction in the University of Chicago's Urban Teacher Education Program

Urban Education

Volumn 48, Issue 4, 2013, Pages 557-584

  Hammerness, Karen ^a   Matsko, Kavita Kapadia ^b  

^a BARD COLLEGE   (United States)

^b UNIVERSITY OF CHICAGO   (United States)

Author keywords

context specific teacher education; new teacher induction; teacher retention; urban teacher preparation

Indexed keywords

EID: 84878932910     PISSN: 00420859     EISSN: None     Source Type: Journal    
DOI: 10.1177/0042085912456848     Document Type: Article

References (95)

1. Acemoglu D.,Robinson J.Why nations fail. New York, NY: Crown Publishers; 2012:.
2. Allensworth E.,Ponisicak S.,Mazzeo C.The schools teachers leave: Teacher stability in the context of truly disadvantaged schools in Chicago. Consortium on Chicago School Research; 2009:.
3. Alliance for Excellent Education. (2005) Tapping the potential: Retaining and developing high-quality new teachers. Washington, DC. Retrieved from www.all4ed.org/publications/TappingThePotential/TappingThePotential.pdf.
4. Banks J.,M. Cochran-Smith M.,Moll L.,Richert A.,Zeichner K.,LePage P.,Darling-Hammond L.,Duffy H.McDonald M.Preparing teachers for a changing world. Branford J.Darling-Hammond L.LePage P.Hammerness K.Duffy H., ed. San Francisco, CA: Jossey-Bass; 2005:232-274.
5. Berliner D.A personal response to those who bash teacher education.Journal of Teacher Education. 2000;51:358-371.
6. Berry B.,Montgomery D.,Curtis R.,Hernandez M.,Wurtzel J.,Snyder J.Urban teacher residencies: A new way to recruit, prepare and retain effective teachers in high needs districts. Aspen, CO: The Aspen Institute and the Center for Teaching Quality; 2008:.
7. Boggess L.Tailoring new urban teachers for character and activism.American Educational Research Journal. 2010;47 (1): 65-95.
8. Boyd D.,Grossman P,Ing S,Lankford H.,Loeb S.,Wyckoff J.The influence of school administrators on teacher retention decisions.American Educational Research Journal. 2011;48:303-333.
9. BoydD.GrossmanP.LankfordH.LoebS.WyckoffJ. (2006). How changes in entry requirements alter the teaching workforce and affect student achievement. Education Finance and Policy, 1, 176-216. Retrieved from http://www.teacherpolicyresearch.org/portals/1/pdfs/Reducing%20Entry%20Requirements%20EPF%202006.pdf.
10. Boyd D.,Hamilton L.,Loeb S.,Wyckoff J.Explaining the short careers of high-achieving teachers in schools with low-performing students.American Economic Review. 2005;95:166-171.
11. BoydD.LankfordH.LoebS.WyckoffJ. (2002). Initial matches, transfers, and quits: Career decisions and the disparities in average teacher qualifications across schools (Teacher Policy Research Working Paper). Retrieved from http://www.teacherpolicyresearch.org/ResearchPapers/tabid/103/Default.aspx.
12. Boyle-Baise M.Multicultural service learning. New York, NY: Teachers College Press; 2002:.
13. Boyle-Baise M.,Sleeter C.Community-based service learning for multicultural teacher education.Educational Foundations. 2000;14 (2): 33-50.
14. Buck P.,Skilton-Sylvester P.Funds of knowledge: Theorizing practices in households, communities and classrooms. Gonzalez N.Moll L.Amanti C., ed. Mahwah, NJ: Lawrence Erlbaum; 2005:213-232.
15. Studying teacher education: the report of the AERA panel on research and teacher education. Cochran-Smith M.Zeichner K., ed. Mahwah, NJ: Lawrence Erlbaum; 2005:.
16. De AngelisK. J.PresleyJ. (2007). Leaving schools or leaving the profession: Setting Illinois' record straight on new teacher attrition (Illinois Education Research Council. Policy Report IERC 2007-1). Retrieved from http://ierc.siue.edu/documents/New_Teacher_Attrition_Study%202007-1.pdf.
17. DeBlij H.Place matters. New York, NY: Oxford University Press; 2009:.
18. Delpit L.The silenced dialogue: Power and pedagogy in educating other people's children.Harvard Educational Review. 1988;58:280-298.
19. Delpit L.Skills and other dilemmas of a progressive Black educator.Harvard Educational Review. 1986;56:379-385.
20. Feiman-Nemser S.,Tamir E.,Hammerness K.Inspiring teaching: Context-specific teacher education for the 21st century. Boston, MA: Harvard Education Press;
21. Feiman-Nemser S.,Dallavis C.,Grinberg J.,Hammerness K.,Holter A.,Kapadia Matsko K.,Tamir E. Symposium conducted at the American Educational Research Association Annual Meeting; 2010Denver, CO; 2010.
22. Feiman-Nemser S.,Hammerness Horowitz B. K.,Tamir E.,Matsko K. K. Paper presented at the Annual Meeting of the American Educational Research Association; 2008New York, New York; 2008.
23. Feiman-Nemser S.From preparation to practice: Designing a continuum to strengthen and sustain teaching.Teachers College Record. 2001;103:1013-1055.
24. Fideler E. F.,Haselkorn D.Learning the ropes: Urban teacher induction programs and practices in the United States. Belmont, MA: Recruiting New Teachers; 1999:.
25. Foster C. R.,Dahill L.,Goleman L.,Talantino J.Educating clergy: Teaching practices and pastoral imagination. San Francisco, CA: Jossey-Bass; 2006:.
26. Fotheringham A. S.,Brundson C.,Charlton M.Geographically weighted regression: The analysis of spatially varying relationships. West Sussex, UK: John Wiley; 2002:.
27. Freedman S. W.,Appleman D.In it for the long haul: How teacher education can contribute to teacher retention in high-poverty, urban schools.Journal of Teacher Education. 2009;60:323-337.
28. Gay G.Culturally responsive teaching: theory, research & practice. New York, NY: Teachers College Press; 2000:.
29. Gay G.Culturally responsive teaching: Theory, research and practice. 2010). Culturally responsive teaching: Theory, research and practice (2nd ed.). New York, NY: Teachers College Press.New York, NY: Teachers College Press; 2010:.
30. GlazermanS.IsenbergE.DolfinS.BleekerM.JohnsonA.GriderM.JacobusM. (2010). Impacts of comprehensive teacher induction: Final results from a randomized controlled study (NCEE 2010-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/pubs/20104027/pdf/20104027.pdf.
31. Grant C.,Secada W.Handbook of research on teacher education. Houston R.Haberman M.Sikula J., ed. New York, NY: Macmillan; 1990:403-422.
32. Grossman P.Responding to our critics: From crisis to opportunity in research on teaching and teacher education.Journal of Teacher Education. 2008;59 (1): 10-23.
33. Haberman M.The dimensions of excellence in programs preparing teachers for urban poverty schools.Peabody Journal of Education. 1995;70 (2): 24-43.
34. Haberman M.The pedagogy of poverty.Phi Delta Kappan. 1991;:290-294.
35. Hammerness K. Paper presented at the Annual Meeting of the American Educational Research Association; 2012Toronto, Ontario, Canada; 2012.
36. Hammerness K.,Matsko K. K. Paper presented at the Annual Meeting of the American Educational Research Association; 2011New Orleans, LA; 2011.
37. Hammerness K.,Matsko K. K. Annual Meeting of the American Educational Research Association; 2010Denver, CO; 2010.
38. Hiskey J. T.,Bowler S.Local Context and Democratization in Mexico.American Journal of Political Science. 2005;49 (1): 57-71.
39. Huling-Austin L.Mentoring: Developing successful new teachers. Bey T.Holmes C. T., ed. Athens, GA: University of Georgia College of Education; 1990:39-50.
40. Hollins E.Learning to teach in urban schools: The transition from preparation to practice. New York, NY: Teachers College Press; 2012:.
41. Houston W. R.Handbook of research on teacher education: Enduring questions in changing contexts. Cochran-Smith M.Feiman-Nemser S.McIntyre J.Demers K., ed. New York, NY: Routledge; 2008:388-394.
42. Ingersoll R. M.,Smith T. M. The impact of induction and mentoring on teacher turnover in high and low poverty schools. Paper presented at the American Educational Research Association Annual Meeting; 2010San Diego, CA; 2010.
43. Ingersoll R. M.,Strong M.The impact of induction and mentoring programs for beginning teachers: A critical review of the research.Review of Educational Research. 2011;81:201-233.
44. IngersollR. M.KralikJ. (2004). The impact of mentoring on teaching: What the research says. Denver, CO: Education Commission of the States. Retrieved from http://www.ecs.org/html/Document.asp?chouseid=5036.
45. Irvine J. J.Educating teachers for diversity: Seeing with a cultural eye. New York, NY: Teachers College Press; 2003:.
46. Irvine J. J.Black students and school failure. Westport, CT: Praeger; 1991:.
47. Johnson S. M.,Kraft M.,Papay J. How context matters in high-need schools: The effects of teachers' working conditions on their professional satisfaction and their students' achievement; 2012Vancouver, CA; 2012.
48. Kapadia K.,Coca V.Easton J.Keeping new teachers: A first look at the influences of induction in Chicago Public Schools. Consortium on Chicago School Research Report; 2007:.
49. Krugman P.R.Geography and trade. Cambridge, MA: MIT Press; 1991:.
50. Labaree D.No exit: Public education as an inescapably public good. Cuban LarryShipps Dorothy, ed. 2000:.
51. Ladd H.Teachers' perceptions of their working conditions: How predictive of planned and actual teacher movement?.Educational Evaluation and Policy Analysis. 2011;33:235-261.
52. Ladson-Billings G.Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco, CA: Jossey-Bass; 2001:.
53. Ladson-Billings G.The dreamkeepers: Successful teachers of African-American children. San Francisco, CA: Jossey Bass; 1994:.
54. Ladson-Billings G.Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching.Theory into Practice. 1992;31:312-320.
55. Lankford H.,Loeb S.,Wykcoff J.Teacher sorting and the plight of urban schools: A descriptive analysis.Educational Evaluation and Policy Analysis. 2002;24 (1): 37-62.
56. Lopez O.Classroom diversification: A strategic view of educational productivity.Review of Educational Research. 2007;77 (1): 28-80.
57. Lortie D.Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press; 1975:.
58. Matsko K. K.,Hammerness K.Making a case for context-specific teacher preparation;.
59. McLafferty S. L.GIS and Health Care.Annual Review of Public Health. 2003;24:25-42.
60. McDonald M.,Tyson K,Brayko K.,Bowman M.,Delport J.,Shimomura F.Innovation and impact in teacher education: Community-based organizations as field placements for preservice teachers.Teachers College Record. 2011;113 (8):.
61. Milner H. R.White teachers/diverse classrooms: Creating inclusive schools, building on students' diversity and providing true educational equity. Landsman J. G.Lewis C. W., ed. New York, NY: Stylus; 2011:56-73.
62. Milner H. R.Teacher reflection and race in cultural contexts: history, meaning and methods in teaching.Theory into Practice. 2003;42:173-180.
63. Moir E.,Gless J.Quality induction: An investment in teachers.Teacher Education Quarterly. 2001;28 (1): 109-114.
64. Murnane R. J.,Phillips B. R.What do effective teachers of inner-city children have in common?.Social Science Research. 1981;10:83-100.
65. MutchlerS. E. (2000). Lessons from research on teacher mentoring: Review of the literature. In PanD. T.MutchlerS. E. (Eds.), Mentoring beginning teachers: Lessons from the experience in Texas. Austin, TX: Southwest Educational Development Laboratory. Retrieved from http://www.sedl.org/pubs/policy23/2.html.
66. Preparing teachers: Building evidence for sound policy. Washington, DC: National Academies Press; 2010:.
67. Noguera P. A.City Schools and the American Dream. New York, NY: Teachers College Press; 2003:23-41.
68. Pattillo M.Black on the block: The politics of race and class in the city. Chicago, IL: University of Chicago Press; 2007:149-180.
69. QuartzK. H.LyonsK. B.MasynK.OlsenB.AndersonL.ThomasA.GoodeJ.HorngE. (2004). Urban teacher retention policy: A research brief. Los Angeles, CA: UCLA's Institute for Democracy, Education, and Access (IDEA). Retrieved from http://escholarship.org/uc/item/1mw9h5m1.
70. Quartz K. H.,Thomas A.,Anderson L.,Masyn K.,Barraza K. L.,Olsen B.Careers in motion: A longitudinal retention study of role changing among early career urban educators.Teachers College Record. 2008;110:218-250.
71. Raymond M.,Fletcher S.H.,Luque J.Teach for America: An evaluation of teacher differences and student outcomes in Houston, Texas. Stanford, CA: Center for Research on Educational Outcomes; 2001:.
72. Rivkin S. G.,Hanushek Kain J. F.Teachers, schools, and academic achievement. Cambridge, MA: National Bureau of Economic Research; 2000:.
73. Sleeter C.,Cornbleth C.Teaching with vision: Culturally responsive teaching in the standards-based classroom. New York, NY: Teachers College Press; 2011:.
74. Sleeter C.Handbook of research on teacher education. 2008). Preparing White teachers for diverse students. In Cochran-SmithM.Feiman-NemserS.McIntyreD. J.DemersK. (Eds.), Handbook of research on teacher education (3rd ed., 559-582). New York, NY: Routledge.Cochran-Smith M.Feiman-Nemser S.McIntyre D. J.Demers K., ed. New York, NY: Routledge; 2008:559-582.
75. Sleeter C.Un-Standardizing Curriculum: Multicultural teaching in the standards-based classroom. New York, NY: Teachers College Press; 2005:.
76. Shin M.The politicization of place in Italy.Political Geography. 2001;20:331-352.
77. Sinton D.,Bednarz S. W.Understanding place: GIS mapping across the curriculum. Sinton D.Lund S. J., ed. Redlands, CA: ESRI Press; 2007:.
78. Smith T. M.,Ingersoll R. M. Paper presented at the American Educational Research Association (AERA) Annual Meeting; 2003Chicago, IL; 2003.
79. Solomon J.The Boston Teacher Residency: District based teacher education.Journal of Teacher Education. 2009;60:478-488.
80. Tamir E.Choosing to teach in urban schools among graduates of elite colleges.Urban Education. 2009;44:522-544.
81. Tate W. F. I.Geography of opportunity: Poverty, place and educational outcomes.Educational Researcher. 2008;37:397-411.
82. Tyack D.The one best system: A history of American Urban Education. Cambridge, MA: Harvard University Press; 1974:.
83. Veenman S.Perceived problems of beginning teachers.Review of Educational Research. 1984;54:143-178.
84. Villegas A. M.The culturally responsive teacher.Educational Leadership. 2007;64 (6): 28-33.
85. Villegas A. M.,Lucas T.Educating culturally responsive teachers. Albany, NY: SUNY Press; 2002:.
86. Wechsler M. E.,Caspary K.,Humphrey D.,Kapadia M. K.Examining the effects of new teacher induction. Menlo Park, CA: SRI International; 2010:.
87. Weiner L.Urban teaching: The essentials. New York, NY: Teachers College Press; 2006:.
88. Weiner L.Evidence and inquiry in teacher education: What's needed for urban schools.Journal of Teacher Education. 2002;53:254-261.
89. Wilson S. M.,Floden R.E.,Ferrini-Mundy J.Teacher preparation research: Current knowledge, gaps and recommendations. East Lansing: Michigan State University; 2001:.
90. Wilson W. J.When work disappears: The world of the new urban poor. New York, NY: Vintage Books; 1996:3-86.
91. Wilson W. J.The Black-White test gap. Phillips C. J. M., ed. Washington, DC: Brooking Institution Press; 1998:501-510.
92. Yin R. K.Case study research: Design and methods. Newbury Park, CA, Sage:; 1989:.
93. Zeichner K.Studying teacher education: The report of the AERA Panel on research and teacher education. Cochran-Smith M.Zeichner K., ed. Mahwah, NJ: Lawrence Erlbaum; 2005:737-759.
94. Zeichner K.,Melnick S.Currents of reform in preservice teacher education. Zeichner K.Melnick S.Gomez M. L., ed. New York, NY: Teachers College Press; 1996:176-196.
95. Zenk S. N.,Schulz A. J.,Israel B. A.,James S. A.,Bao S.,Wilson M. L.Neighborhood Racial Composition, Neighborhood Poverty, and the Spatial Accessibility of Supermarkets in Metropolitan Detroit.American Journal of Public Health. 2005;95:660-667.